高中生数学学习评价的问题及对策研究

发布时间：2018-06-02 03:44

本文选题：高中生 + 数学学习评价　；参考：《西北师范大学》2015年硕士论文

【摘要】：学习评价研究长期以来是学界研究的热点问题,也是受到传统观念束缚而难以突破的瓶颈问题,此次数学课程改革对高中生数学学习评价提出了应然的理念要求,然而,广大一线数学教师对学生的数学学习评价或多或少受到考试机制尤其是高考的影响,那么,当前高中生数学学习评价的现状到底如何,一线数学教师的评价理念到底有没有发生变化等,这是我们应该关注的问题,也是本研究的主要缘起。本研究在对国内外相关文献梳理的基础上,以兰州市部分中学为例,通过问卷、访谈等研究方法,从数学教师对学生数学学习评价的认识、数学课堂学习、数学作业、数学测验等视角多方位探讨当前高中生数学学习评价的现状,针对存在的问题提出了改进学生数学学习评价的几点建议,以期望对一线高中数学教师在教学中合理评价学生的数学学习提供借鉴。通过调查与分析,主要得出以下结论:(1)高中数学教师对学生数学学习评价的认识方面:对评价理念总体上认识不够深刻;对课标中提到的“评价建议”存在诸多疑问;普遍认为高考是评价改革实施的最大阻碍。(2)高中数学课堂学习评价方面:课堂学习中评价标准缺失,评价内容不够全面;学生在课堂提问中参与度不均,评价对象不够全面;教师仍视课堂教学为高考“训练场”,评价重结果而轻过程。(3)高中数学作业评价方面:布置的作业内容统一化,类型单一化;作业批改流于形式,对学生的指导反馈作用不大。(4)高中数学测验评价方面:考试仍被视为评价学生学习状况的唯一方式;试题编制以高考为模板,过于强调学生的应试能力;师生对考试结果的反馈信息重视不够。在得出以上结论的基础上,本研究进一步探讨了高中生数学学习评价实施不足的成因,并针对性地提出一些建议。
[Abstract]:The study of learning evaluation has long been a hot issue in academic circles, and is also a bottleneck problem which is restricted by traditional concepts. The mathematics curriculum reform has put forward the ideal requirements of mathematics learning evaluation for senior high school students. However, The majority of first-line mathematics teachers are more or less influenced by the examination mechanism, especially the college entrance examination. So, what is the current situation of mathematics learning evaluation for senior high school students? Whether the evaluation idea of first-line mathematics teachers has changed or not is the problem that we should pay attention to and the main origin of this study. On the basis of combing the relevant literature at home and abroad, taking some middle schools in Lanzhou City as an example, through questionnaire, interview and other research methods, this research from mathematics teachers' understanding of students' mathematics learning evaluation, mathematics classroom learning, mathematics homework. This paper probes into the present situation of mathematics learning evaluation of senior high school students from various perspectives such as mathematics test, and puts forward some suggestions to improve the evaluation of students' mathematics learning in view of the existing problems. It is expected to be a reference for first-line high school mathematics teachers to evaluate students' mathematics learning reasonably in teaching. Through investigation and analysis, we can draw the following conclusions: (1) Senior high school mathematics teachers' understanding of students' mathematics learning evaluation is not deep enough, and there are many questions about the "evaluation suggestion" mentioned in the curriculum standard. It is generally believed that the college entrance examination is the biggest obstacle to the implementation of the evaluation reform. (2) in senior high school mathematics classroom learning evaluation, the evaluation standard is missing, the evaluation content is not comprehensive enough, the participation of students in classroom questioning is uneven, and the evaluation object is not comprehensive enough; Teachers still regard classroom teaching as the "training ground" of the college entrance examination. The evaluation emphasizes the results rather than the process. 3) in the evaluation of senior high school mathematics homework, the content of the assignment is unified, the type is single, and the homework correction is a mere formality. The evaluation of mathematics test in senior high school is still regarded as the only way to evaluate the students' learning condition, and the preparation of test questions is based on the model of the college entrance examination, with too much emphasis on the ability of the students to take the examination. Teachers and students pay less attention to the feedback information of examination results. On the basis of the above conclusions, this study further discusses the causes of insufficient implementation of mathematics learning evaluation for senior high school students, and puts forward some suggestions.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

【相似文献】